Переведите текст, пожалуйста. Нормально, а не в переводчике где все дословно и пор?

Переведите текст, пожалуйста. Нормально, а не в переводчике где все дословно и пор??й неверно. Очень прошу. Nanoscience, or the study of matter with at least one dimension between 1 and 100 nm that displays properties different from its bulk counterpart,1 is a rapidly growing, cross-disciplinary field. The perceived importance of nanoscale research to fundamental science can be illustrated by federal funding through the National Nanotechnology Initiative, which has grown from $464 million in 2004 to $1.85 billion in 2011.1 One can also consider the number of consumer goods that self-report the inclusion of nanomaterials, which has risen from 54 in 2005 to 1317 in 2010,2 as a predictor of the economic importance of nanoscience through commercialization. In hopes of preparing our undergraduate students for graduate studies or careers in science, many instructors have incorporated concepts of nanoscience into their courses,3−7 while others have created entire coursed based on the subject.8−11 Several laboratory experiences have been published in support of such efforts, offering undergraduate students hands-on experience in synthesizing and characterizing nanomaterials. 12−19 One area of curricular development that is currently lacking, however, is laboratory experiments directed toward students majoring in areas outside of science, technology, engineering, or mathematics (STEM) disciplines, referred to here as nonmajors. The learning goals for a nonmajors course are inherently different from the learning goals for a course designed for STEM students. When educating STEM students, the overarching goals often are to teach enough content knowledge and provide enough hands-on experience for the students to become practitioners in their chosen field. When educating nonmajors, the learning goals shift from specific content to broad understanding of science. That is to say, a nonmajors course should improve scientific literacy, increase the understanding of the scientific method through laboratory exploration, and help students make connections between science and their chosen field of study. The laboratory sequence described here is a semester long, open-ended, that is, explorative, experiment that was implemented in a nanoscience course taught in Albion College’s Prentiss M. Brown Honors Program. Students in the honors program are required to take four discussion-based seminar courses, one in each division of the College. Many honors students who are not majoring in STEM disciplines use the seminar in Natural Sciences and Mathematics to fulfill the College’s laboratory course requirement. As a result, the seminar on nanoscience was populated by upper-level students who have actively avoided science coursework and is thus considered a nonmajors course. Nanoscience was selected as the theme for the course because it is state-of-the-art in science and its cross-disciplinary nature facilitated student interests and engagement, which helped keep the students excited to learn. This laboratory sequence supported the class exploration of nanoscience through the synthesis, characterization, and exploration of a single nanomaterial, silver nanoparticles.